Bredon Hancock’s Endowed CofE First School

Highlights from Latest Inspection

What is it like to attend this school?

Bredon Hancock's Endowed Church of England First School is a welcoming school. Pupils enjoy coming to school and attend well. Positive relationships are a feature of this inclusive school.

There is a shared understanding of the school's vision. The school has high expectations for pupils. Pupils work hard to meet these and achieve well.

Pupils show high levels of tolerance and respect. They report that 'everyone has the same rights and is treated the same'. Pupils demonstrate positive attitudes to learning and behave well.

They learn how to stay safe online and in the wider community.

Children in the early years have an excellent start to their educa...tion. They develop positive learning behaviours, independence and resilience.

Children concentrate on tasks for sustained periods of time. They interact well with each other and thrive in a vibrant learning environment. Children are exceptionally well prepared for the next stage of their education.

Pupils take on meaningful leadership roles in the school. They value having the opportunity to make an impact in the school and the community. For example, pupils in the school council wrote to the local authority requesting a pedestrian crossing near the school to make it safer to cross the road.

What does the school do well and what does it need to do better?

The school has designed an ambitious and coherent curriculum. It enables pupils to build their knowledge progressively. Staff check what pupils know and understand at the beginning of each lesson.

What the school calls 'flashbacks' helps pupils to consolidate their understanding of the curriculum. The curriculum is designed to develop pupils' curiosity about the world. It makes links to the local area.

The school has considered what pupils should know by the time they leave the school. This prepares them well for the next stage of their education.

The school's curriculum meets the needs of all pupils well.

Subject content is broken down into steps of learning. Learning is adapted successfully to enable all pupils to progress through the curriculum. As a result, pupils with special educational needs and/or disabilities (SEND) learn the curriculum alongside their peers.

The implementation of the curriculum is consistent across the school. Staff understand and follow the school's policies in mathematics. As a result, pupils access new learning and practice, and then apply this to mathematical problems.

Staff regularly check pupils' understanding of the curriculum. This information is then used to plan the next steps in pupils' learning. Teaching is then routinely built on what pupils already know.

Some aspects of the wider curriculum are not yet well established. It is not yet clear where links can be made within and across subjects. As a result, pupils do not yet make connections between their current and previous learning.

Therefore, pupils do not build their knowledge of the curriculum as well as they could.

Reading is at the heart of the curriculum. Pupils begin to learn to read as soon as they start school.

There is a sharp focus on developing children's communication and language skills in the early years. This helps them to gain the vocabulary they need for future learning. All staff have the expertise to ensure that there is a consistent approach to the teaching of phonics and reading.

The school regularly checks pupils' phonics knowledge and identifies those who need extra support. These pupils receive the help they need. Reading books match pupils' phonics knowledge accurately.

This supports pupils to read with fluency. Teachers read and discuss high-quality texts with their classes. As a result, pupils develop their reading skills and a passion for reading.

The school's curriculum for pupils' personal development is exceptional. Pupils are very well prepared for life in modern Britain. They talk confidently about what British values mean and how they relate to their own lives.

Pupils understand about healthy relationships and know what it means to be a good friend. They know how to keep themselves physically and mentally healthy. The school prepares pupils well for their future careers.

For example, older pupils assume school roles in the annual 'takeover' day. Pupils enjoy taking on roles in school for the day. For example, pupils work in the school office or work as teachers for the day.

This teaches pupils to take responsibility and raises their aspirations.

Staff appreciate the steps that the school takes to support their well-being and workload. They are proud to work at the school.

Governors know the school's strengths and priorities well. They provide appropriate support and challenge to the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not fully identified where links can be made within and across different subjects in the curriculum. As a result, pupils do not gain the depth of understanding they require to make connections between their current and prior learning. The school should ensure that pupils can make connections between their prior and current learning in all subjects so that they can deepen their knowledge of the curriculum.

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